2014 Accountability Overview
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Transcript 2014 Accountability Overview
State Accountability
Overview
2014
Student
Achievement
Index I
Postsecondary
Readiness
Index 4
Accountability
System
Closing
Performance
Gaps
Index 3
Student Progress
Index 2
For 2013 and beyond, an
accountability framework
of four Performance
Indexes includes a set of
measures that provide a
comprehensive evaluation
of the campus or district.
Index 1: Student Achievement provides an overview of student performance based on satisfactory student
achievement across all subjects for all students
2014
2013
Combined over All Subjects: Reading, Mathematics,
Writing, Science, and Social Studies.
Student Groups: All Students.
STAAR End-of-Course (EOC) Assessments (15 total):
Performance Standards: Phase-in 1 Level II
(Satisfactory).
English l – Reading; English ll – Reading; English lll –
Reading
Combined over All Subjects: Reading,
Mathematics, Writing, Science, and Social
Studies.
Student Groups: All Students.
STAAR End-of-Course (EOC) Assessments (5
total):
English l – Writing; English ll – Writing; English lll –
Writing
Algebra l; Geometry; Algebra ll
Biology; Chemistry; Physics
World Geography; World History; US History
English Language Learners (English and Spanish tests):
Students in US schools Year 1 - Year 3 excluded
Students in US schools Year 4 and beyond included
Performance Standards: Phase-in 1 Level II
(Satisfactory).
English l (combined tests); English ll (combined
tests) beginning in spring 2014
Algebra l
Biology
US History
English Language Learners (English and Spanish
tests):
Students in US schools Year 1 excluded
Students in US schools Year 2 and beyond
included
Index 2: Student Progress focuses on actual student growth independent of overall achievement
levels for each race/ethnicity student group, students with disabilities, and English language learners.
By Subject Area: Reading, Mathematics, and Writing (for available grades).
Points based on weighted performance:
One point given for each percentage of tests at the Met progress level.
Two points given for each percentage of tests at the Exceeded progress level.
Additional progress measures in 2014: STAAR-M, STAAR-Alt, and ELL.
Progress Measures by Subject Area and School Type:
2013
Elementary School
READING
Gr. 4 Reading
Gr. 5 Reading
-
MATHEMATICS
Gr. 4 Mathematics
Gr. 5 Mathematics
WRITING
Writing
2014
Middle SchoolHigh School
Gr. 6 Reading
Gr. 7 Reading
Gr. 8 Reading
English l Reading
English ll Reading
English l Reading
Gr. 6 Mathematics
Gr. 7 Mathematics
Gr. 8 Mathematics
Algebra l
-
Algebra l
English ll
Elementary School
READING
Gr. 4 Reading Gr. 6 Reading
Gr. 5 Reading Gr. 7 Reading
Middle SchoolHigh School
Gr. 8 Reading-
MATHEMATICS
Gr. 4 Mathematics
Gr. 5 Mathematics
WRITING
Gr. 6 Mathematics
Gr. 7 Mathematics
Gr. 8 Mathematics
-
Algebra l
Algebra l
Index 3: Closing Performance Gaps
2013
Points based on STAAR performance:
2014
Points based on STAAR performance:
Phase-in 1 Level II satisfactory
performance:
One point for each percent of tests at
the Phase-in 1 Level II satisfactory
performance standard.
Phase-in 1 Level II satisfactory
performance:
One point for each percent of tests at the
Phase-in 1 Level II satisfactory
performance standard.
Level III advanced performance:
Two points for each percent of tests at the
Level III advanced performance standard.
By Subject Area:
Reading, Mathematics, Writing, Science,
and Social Studies.
By Subject Area:
Reading, Mathematics, Writing, Science, and
Social Studies.
Student Groups:
Student Groups:
Economically Disadvantaged
Lowest Performing Race/Ethnicity:
The two lowest performing
race/ethnicity student groups on the
campus or within the district, based
on 2012 assessment results.
Economically Disadvantaged
Lowest Performing Race/Ethnicity:
The two lowest performing race/ethnicity
student groups on the campus or within the
district, based on 2013 assessment results.
Index 3: Closing Performance Gaps emphasizes advanced academic achievement of eco.
disadvantaged students and the two lowest performing race/ethnicity student groups.
Index 4: Postsecondary Readiness
Index 4: Postsecondary Readiness
emphasizes the importance of earning
a high school diploma that provides
students with the foundation necessary
for success in college, the workforce,
job training programs, or the military;
and the role of elementary and middle
schools in preparing students for high
school.
Index 4: Postsecondary Readiness
2014
2013
Graduation Score: Combined performance
across the graduation and dropout rates for:
Grade 9-12 Four-Year Graduation Rate for
All Students and all student groups; or
Grade 9-12 Five-Year Graduation Rate for
All Students and all student groups,
whichever contributes the higher number
of points to the index.
RHSP/DAP Graduates: All Students
and race/ethnicity student groups.
Graduation Score: Combined performance
across the graduation and dropout rates for:
Grade 9-12 Four-Year Graduation Rate for
All Students and all student groups; or
Grade 9-12 Five-Year Graduation Rate for
All Students and all student groups, whichever
contributes the higher number of points to the Index.
RHSP/DAP Graduates: All Students and
race/ethnicity student groups.
STAAR Score: STAAR Percent Met Final
Level ll on one or more tests for All Students and
race/ethnicity student groups.
Additional Indicators Required by House Bill 5
(83rd Texas Legislature, 2013)
Texas Success Initiative college readiness
benchmarks.
Number of students who earn postsecondary credit
required for a foundation high school program, an
associate’s degree, or an industry certification.
Distinction Designations
2014 Distinction Designation
Campus Top Twenty-Five Percent:
Campuses in the top quartile of their campus comparison
group earn a distinction designation.
Student Progress (based on Index 2)
Closing Performance Gaps (based on Index 3)
Academic Achievement in:
Reading/English Language Arts
Mathematics
Science
Social Studies
Changes for
2014
Districts and Campuses Postsecondary Readiness:
House Bill 5 (83rd Texas Legislature, 2013) expanded distinction designations to both
districts and campuses for outstanding performance in attainment of postsecondary
readiness.
Criteria must include indicators based on percentages of students who:
Achieve college-readiness standards on STAAR;
Earn nationally or internationally recognized business/industry certification;
Complete a coherent sequence of CTE courses;
Complete dual credit courses or a postsecondary course for local credit;
Achieve college readiness standards on SAT, ACT, PSAT, or ACT-PLAN examinations;
and
Earn college credit based on AP/IB performance.
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